Extended Lesson Plan

Title of the Unit: The Social Concepts of Beauty

Title of this daily lesson: Hidden Identity
Grade Level(s): 9-12
I. Colorado Academic Standards:
Observe and Learn to Comprehend
1. Utilize the inquiry method of observation and the language of visual art and design to gather
information and determine meaning.
a. Develop observation skills to generate and synthesize ideas and interpret
communicated meaning.
b. Connect and compare information gathered through observation in order to articulate
the human experience.
3. Use artmaking processes as forms of inquiry to increase independent reasoning and perception
skills to increase knowledge.
a. Examine how connotation and denotation are used in visual art and design to express
multidimensional concepts.
b. Compare personal work within the larger discourse of visual art and design practices to
identify purpose and function.
c. Critically analyze selection of materials that inform conceptualization and expression
of ideas and aesthetic experience.
Invent and Discover to Create
1. Establish a practice of planning and experimentation to advance concepts and technical skills.
c. Practice techniques and improve skills by testing media to consider constraints and
potential of materials.
d. Create works of art representing personal narratives that use traditional and
contemporary media.
2. Ideate and build works of art and design to demonstrate growth and proficiency in traditional and
new art media.
a. Examine and evolve potential meanings of an artwork.
b. Master skills in a variety of media and techniques to create personally meaningful
works of art.
c. Interpret how meaning in works of art is related to the materials and process chosen by
the artist.
d. Resolve artmaking problems by persisting through failure and making revisions.
3. Articulate and demonstrate that the making and study of art and design can be approached from a
variety of perspectives.
a. Identify how interpretation can be an essential part of the artmaking process to evaluate
progress.
b. Receive and reflect upon feedback and integrate into artwork as needed.

II. Big Idea(s): Exploring the perception of self through various lenses.

III. Enduring Understandings: Through students’ exploration of perception, they will

learn that how you present yourself and how you view yourself can be different,
how to recognize the differences, and reflect on why these differences develop in
order to gain deeper self-awareness.

IV. Essential Questions: Who are you? What do you look like? What is important for
you to express to others? What surroundings and environment do you feel most
comfortable in or least comfortable in? How do your surroundings effect how you
look and feel? What do you let the world see vs. what you try to keep hidden? How
do you think others see you? Do you think we show the world a side of ourselves
that we wish we truly saw ourselves as?
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 V. Daily lesson objectives:
The artist will…
• Reflect and visualize different perspectives or lenses in which individuals
perceive themselves through.
• Journal and sketch in order to brainstorm ideas and work through or solve
problems.
• Further advance or develop art practices and techniques in their desired art
media.

VI. Activity: This project will be a two-week long project that students will work on
both at home and in class. This project will start with a class discussion and
sketchbook entry, and the last day will consist of a group discussion and critique
with teacher guided questions.

VII. Content Integration: This lesson can be integrated with other disciplines to
better inform students by introducing music, history, and psychology through
large group discussions. Music can be played and analyzed for students to connect
how artists may view themselves or those around them, both positively and
negatively, through their songs, albums, and music videos. Through class
discussions (or individual assessment), students can research or discuss how a
group of people were marginalized for their physical appearance, how it affected
that group of individuals, how we now view that particular people group, and how
that perception changed over time, if at all. Through the introduction of
psychology, class discussions can be guided through research on why we have
certain perceptions about ourselves or those around us, and how we begin to
understand and develop self-awareness.

VIII. Pre-Assessment: Through a class discussion, a formative assessment will be made

through participation. This participation will then be recorded through a notation
system in order to track and ensure each student is participating in the discussion.
This discussion will take place in the “Introduction or Anticipatory Set” portion of
my lesson plan.

IX. Success Criteria: In order to know that my students have either mastered or are
making progress toward the objectives, I will need to track their progress in both
their sketchbooks and on their projects through an observation of their work. This
progress will be tracked through informal, one-on-one conversations and
interactions with students during class time. In order to keep track of student
interactions and progress, daily participation points will be awarded to make sure
students are working and are focused.

X. Post-Assessment: Students will participate in small group (4-5 Students per

group) discussions in which they will share their concepts, lenses/perceptions and
related artworks. Students will discuss:
• How they navigated and incorporated several conceptual lenses or
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 perceptions in a completed, cohesive piece of art or art series, and why
they chose these specific aspects to illustrate.
• How they came to understand that how you present yourself and how
you view yourself can be different. How to recognize these differences,
and why these differences exist.
Students will also discuss why it is important to incorporate meaning and
intentionality within their work and how it affects the overall concept of their
piece. IF students don’t feel comfortable sharing their personal concepts/themes,
they will still discuss their piece professionally and critically, as well as discuss
their artmaking process and why they chose their specific medium.

XI. Accommodations and Modifications: There is no dispute that the lesson I will
be teaching can be a sensitive topic. Due to this sensitivity, I will allow my
students on an individual level to discuss alternative assignments or concepts.
One secondary project could be simply having a student create a piece looking at
an object from several perspectives to creating one cohesive artwork. As far as for
my students with different abilities, I will work with and analyze their IEP’s and
assess what learning plan would be best in order to accommodate their specific
needs. For my language learners, depending upon their status and level, I will
meet one-on-one to ensure they understand the assignment given and give
additional instructions in their first language if needed.

XII. Visuals: For the visual component of this lesson, I will show my students an
introductory slideshow with master artists and practicing artists that explore
perception or perspective, as well as my own artwork and/or select works of other
students from previous years.

Master Artists
Wifredo Lam, The Jungle (La Jungla), 1943, Gouache on paper mounted on canvas.
David Hockney, photo collages “Joiners”
Pablo Picasso, Girl Before A Mirror, 1932, Oil on Canvas

Practicing Artists
Lucia Hierro. New Yorker collage series, Mixed media, (2012-present).
Jabbar Muhammad. EVE 3.6, Acrylic on canvas, 2017
Nina Chanel Abney, Ivy and the Janitor in January, Acrylic on canvas, 2009.

XIII. Supplies and equipment:

Students will have the option to choose which medium they would like to utilize to
create a 18x24 piece of art from the following list:
Graphite
Painting
Pastel
Charcoal
Collage/ Multimedia
Photography
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 The mediums above may require: Paper, canvases, erasers, shammies, various forms
of charcoal and graphite, oil and chalk pastel, acrylic paints, magazines, Adobe Suite,
etc. In addition to the supplies needed above, students will need sketchbooks, access to
a computer if needed, and cameras.

XIV. Safety concerns: As mentioned above, this lesson may be sensitive to various
students. This is a lesson I would implement in my classroom after the
establishment of my safe and open classroom environment. However, with my
introduction to this assignment, I will also provide my own artwork as an example
to further exemplify trust within the classroom. With this in mind, I will also ensure
my students know that although I am a mandatory reporter, if they have issues they
would like to address in their artwork, there is a lot of support to ensure that they
are safe both physically and emotionally.

XV. Teaching procedure:

Introduction or Anticipatory Set

Discuss the following questions:
• Who are you? What do you look like? What is important for you to
express to others? What surroundings and environment do you feel most
comfortable in or least comfortable in? How do your surroundings effect
how you look and feel? What do you let the world see vs. what you try
to keep hidden? How do you think others see you? Do you think we
show the world a side of ourselves that we wish we truly saw ourselves
as?
• How can the way you present yourself and how you view yourself be
different? How do you recognize these differences, and why these
differences exist?

Discuss how in our last project, we addressed how societies beauty standards
“fractured” your perception of self, however in this project we will address
how these fractures have affected the way you think others view you, the parts
of ourselves that we hide away from others, and why exactly we think we have
to hide pieces of ourselves.

In order to motivate students, I would like to pose questions regarding social

media – I know, I’m the old lady trying to relate to high school students – I
would like to discuss the following questions:
• Why do young adults use social media?
• What are they trying to portray? The best or worse times?
• How does social media affect the way in which you perceive yourself or
others?
• Why is it important to talk about the unrealistic expectations regarding
social media?
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*Record participation through a notation system in order to track and ensure each
student is participating in the discussion.

Introduce Project and Parameters:

Show students an introductory slideshow with master artists and practicing

artists that explore perception or perspective, as well as my own artwork and/or
select works of other students from previous years.

Using artists’ choice of media, you will be creating an 18x24 self-portrait that
explores two or more perceptions or perspectives of self. Think about a
“filtered” and “unfiltered” self portrait or what you let the world see versus
what you try to hide.

Following our discussion, students will write in their journal and reflect on the
topics we discussed and potential perceptions they would like to address in
their art. Encourage students look at other artists who influence them and how
they use perception, identity, and perspective in their art. In their sketchbooks,
through writings or drawings, they will brainstorm ideas and work through or
solve problems regarding how to create their final art piece.

Student Creating Phase

In order to follow-up with and help students develop skills with a choice-based
project, I will keep track of their progress and skill development through one
on one or small group discussion and demos, as well as by observation the
progress of their work. Also, by ensuring that I check in with each student
individually on a daily basis, it will allow me to check on students
understanding, oversee their progress, and provide an opportunity for students
to ask questions and receive individual feedback. These daily interactions will
be formative assessments that will also count as daily participation of students.

Supply Distribution
Supplies will be available in studio for students to use during class. If students
need to take supplies home in order to work on their project, they will check
out supplies on an individual basis with me directly.

End/Closure
Clean-up procedure:
The last 5-10 minutes of each class will be set aside for clean-up. Due to most
of my projects being centered around choice-based media, each media type has
its own organized place within the classroom. Students are responsible for
cleaning up their personal area, and ensure all supplies are returned to their
designated areas.